This collection explores the concept of patrimoine, a French word used to denote cultural heritage, traditional customs and practices, and the extent to which it impacts France and Ireland. The contributors unearth manifestations of how patrimoine resonates across cultural divides and bestows uniqueness on countries/societies.

Leaders in English Language Arts Education Research contains autobiographical essays by leading English Language Arts scholars throughout the world. In this volume, English Language Arts is presented as a complex and porous discipline—intersecting with writing, literacy studies, multicultural/multilingual education, digital and multimodal literacies, critical and social justice pedagogies, teacher education, linguistics and second language learning, and, not least of all, subject English, including teaching literature and drama. Contributors are retired or current professors in the following countries: Australia, Canada, England, Ireland, South Africa, and the United States. ELA scholars often begin their careers as K-12 teachers and then become teacher-educators at universities; due to this, they work at the intersection of theory and practice throughout their careers. Therefore, this volume will be of interest to undergraduate and graduate English Language Arts Education students as well as to in-service English practitioners. This volume will also appeal to ELA researchers at all levels since it contains first-hand, personal narratives of well-established ELA researchers as they reflect on their own development as scholars.

øThis Handbook offers a collection of original writings by leading scholars and practitioners in the exciting, rapidly developing field of cultural heritage law. The detailed essays are the product of a multi-year project of the Committee on Cultural H

This volume gathers together the first 10 years of The European Archaeologist (ISSN 1022-0135), from Winter 1993 through to the 10th Anniversary Conference Issue, published in 2004 for the Lyon Annual Meeting.

What happens when UNESCO heritage conventions are ratified by a state? How do UNESCO’s global efforts interact with preexisting local, regional and state efforts to conserve or promote culture? What new institutions emerge to address the mandate? The contributors to this volume focus on the work of translation and interpretation that ensues once heritage conventions are ratified and implemented. With seventeen case studies from Europe, Africa, the Caribbean and China, the volume provides comparative evidence for the divergent heritage regimes generated in states that differ in history and political organization. The cases illustrate how UNESCO’s aspiration to honor and celebrate cultural diversity diversifies itself. The very effort to adopt a global heritage regime forces myriad adaptations to particular state and interstate modalities of building and managing heritage.